Chapter 1: Introduction

Schools are under enormous pressure to boost student achievement. Under the No Child Left Behind legislation (2002), schools are faced with unprecedented demands to document improvements for all populations that make up their student bodies. Many schools may even be forced to close if annual yearly progress goals are not met, leaving their students to be dispersed to other institutions. With schools busy preparing their students to meet these mandated competencies, the idea of introducing additional variables for teachers and administrators to incorporate into the curriculum may seem counterproductive. The authors in this volume argue, however, that the “Other Three Rs,” reasoning, resilience, and responsibility, when taught and modeled appropriately, can enhance student achievement and help to create an atmosphere in schools more conducive for learning. After school graduation, the Other 3 Rs (or TOTR) can also provide the learning and interpersonal skills that are valued in the workplace. As stated in the federal report “21st Century Skills for 21st Century Jobs”: Future employees will require a portfolio of problem-solving, analytical and creative thinking skills, as well as skills in interpersonal communication, negotiation and self-management (U.S. Department of Commerce et al., 1999, as cited in Carnegie 2003, p. 13).